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ERIC Number: EJ1077262
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-1927-5250
Teacher Judgment of Reading Achievement: Cross-Sectional and Longitudinal Perspective
Valdez, Alfred
Journal of Education and Learning, v2 n4 p186-200 2013
Analyses were conducted, using the Early Childhood Longitudinal Study, Kindergarten Class (ECLS-K) database, to compare teachers' judgment of reading skill with direct measures of reading performance for kindergarten, first grade, and third grade students. Teacher judgments of kindergarten students' reading skill significantly predicted first and third grade performance on direct reading measures. In addition, concurrent validity quotients were moderate ranging from r = 0.58 to 0.71. These concurrent relationships were further investigated to determine whether socioeconomic status (SES) or teacher experience significantly moderated the concurrent validity estimates. While teacher experience did not significantly moderate the relationship between teacher judgment and direct measures of reading, a small but significant moderation effect was found for SES. That is, SES appeared to differentially bias estimates of reading skill. Judgment bias due to SES level appeared to be greatest when teacher judgments were higher on the rating scale (i.e., proficient) for kindergarten and first grade students. However, for third grade students, judgment bias due to SES was greatest for students lower on the rating scale (i.e., skill not present).
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education; Grade 1; Grade 3
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey